Information skills training in support of a joint electronic library in Glasgow: the GAELS Project approach to library courseware development

Joint, Nicholas; Kemp, B.; Ashworth, Susan

doi:10.1108/eum0000000007024

Cited by 8 publications

(4 citation statements)

References 6 publications

(6 reference statements)

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“…The Andersonian Library at the University of Strathclyde had inherited a set of user education materials from the crossinstitutional Glasgow Allied Electronically with Strathclyde (GAELS) project that were intended for postgraduate engineering students (GAELS, 1999(GAELS, -2001. These used the design specification sketched out above ( Joint et al, 2000): a simple hypertextual authoring approach aimed at a higher level of information skills training than simple library orientation. The courseware evaluations of the latter phase of the project had originally been designed to demonstrate that these cross-institutionally authored packages achieved a reasonable level of success in a straightforward, tutor-led workshop environment (which was the basic requirement of the original project).…”

Section: Approachmentioning

confidence: 99%

Information literacy evaluation: moving towards virtual learning environments

Joint

2003

The Electronic Library

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Evaluates the evidence for and against the effectiveness of electronically delivered information literacy programmes in comparison with personal contact teaching. Shows that computer-aided learning approaches to user education have great strengths but also undeniable weaknesses. The way to promote higher levels of information literacy in the electronic library environment is to increase the levels of computer-led delivery, as long as this is done in such a way as to maximise the strengths of the format. This is best done in the context of an integrated virtual learning environment (VLE). Such an environment would promote information literacy synergistically as one of a suite of multiple electronic literacies that can be learnt alongside each other. Exploiting a VLE in this way would also facilitate the integration of information literacy into the broader curriculum. Computer-based user education to date could be viewed as having been constrained by a need to imitate well-established, tutor-delivered user education methods. Without an ambitious programme of integration into larger scale e-learning models, this pattern of constraint will continue

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Section: Approachmentioning

confidence: 99%

Information literacy evaluation: moving towards virtual learning environments

Joint

2003

The Electronic Library

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“…Traditional training takes place at a given time and place, regardless of need. Courseware can be exploited by the user as and when needed ± that is, when an information-seeking task is actually pressing (Joint, 2001).…”

Section: The Way Ahead: Timelinessmentioning

confidence: 99%

Using the virtual learning environment WebCT to enhance information skills teaching at Coventry University

Patalong

2003

Library Review

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This paper describes the use of the virtual learning environment WebCT to respond to a number of challenges in user education work at the University of Coventry. The effectiveness of the VLE‐based method of delivering information skills training was evaluated over two years. Certain problems, were ironed out between year one and year two of the implementation of the information skills course. This led to a seeming decline in reported achievement levels between the two years. However, such diminishing of learning outcomes was more apparent than real, and masked the importance of putting in place a more reliable teaching method, one in which students become responsible for their own learning. It was concluded that this method of carrying out user education did succeed in effectively enabling larger numbers of students than before to learn information skills and at a variety of times in the academic year that are suitable to them. The goal of gaining recognition for information skills in the University at large and having these skills integrated into the curriculum is also moving nearer as a result of this work.

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“…Information literacy initiatives in higher education have taken a variety of forms: stand-alone courses or classes, web-based tutorials, course-related instruction, or course-integrated instruction. Most authors seem to agree that information literacy should be integrated into subject areas (see, for example: Kemp, 1999;Joint and Kemp, 2000;and others). Webber and Johnston (2000) differ from many other authors by advocating that information literacy can be treated as a stand-alone discipline of study in its own right, rather than favouring the curriculum integration model.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Information Literacy Skills in Community Junior Secondary Schools in Gaborone, Botswana

Jorosi

Isaac

2008

Information Development

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Information literacy skills are fast becoming a global priority as society moves into the digital environment. However, although the subject has generated a vast body of literature, it remains an underdeveloped domain in sub-Saharan Africa, with few scholars demonstrating a keen interest in, and focus on, the subject. This has unfortunately limited a fuller understanding of how information literacy is conceptualized and delivered in developing country contexts. The study reported here investigated the teaching of information literacy skills in selected Community Junior Secondary Schools (CJSS) in the city of Gaborone, Botswana. Data were gathered from a sample of 30 teacher-librarians via face-to-face in-depth interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject teachers, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited three challenges, namely, the absence of an enabling environment or an office dedicated to school libraries, an exam-oriented curriculum and shrinking financial resources. Several recommendations are made for both future research and the Ministry of Education in Botswana.

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Information skills training in support of a joint electronic library in Glasgow: the GAELS Project approach to library courseware development

Cited by 8 publications

References 6 publications

Information literacy evaluation: moving towards virtual learning environments

Information literacy evaluation: moving towards virtual learning environments

Using the virtual learning environment WebCT to enhance information skills teaching at Coventry University

Teaching Information Literacy Skills in Community Junior Secondary Schools in Gaborone, Botswana

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